Criterion A

Content (receptive and productive)

Maximum 10

Criterion B

Organization

Maximum 10

Criterion C

Style and language mechanics

Maximum 10

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.

1–2

The student demonstrates very limited understanding of the text and topic, and little or no awareness of the author’s choices. There are no relevant details.

In creative work, pieces show very limited imagination or sensitivity; the student does not employ basic literary/non-literary features.

The use of terminology is missing.

3–4

The student demonstrates limited understanding of the text and topic. There is an attempt to show an awareness of the author’s choices, although details, development and support are insufficient.

In creative work, pieces show limited imagination or sensitivity; the student attempts to employ basic literary and/or non-literary features.

There is an attempt to use basic terminology.

5–6

The student demonstrates some understanding of the text and topic, and an awareness of the author’s choices, using some detail, development and support.

In creative work, pieces reflect some imagination and sensitivity; the student generally employs basic literary and/or non-literary features that serve the context and intention.

Basic terminology is sometimes accurate and appropriate.

7–8

The student demonstrates an understanding of the text, topic and an awareness of the author’s choices, using detail, development and support.

In creative work, pieces reflect imagination and sensitivity; the student employs basic literary and/or non-literary features that serve the context and intention.

Basic terminology is usually accurate and appropriate.

9–10

The student demonstrates a good understanding of the text, topic and an awareness of the author’s choices, consistently using detail, development and support.

In creative work, pieces reflect a lot of imagination and sensitivity; the student employs basic literary and/or non-literary features that serve the context and intention.

Basic terminology is accurate and appropriate

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.

1–2

The student does not use basic organizational structures and/or language-specific conventions.

The work is unclear and/or incoherent.

The student uses basic critical apparatus inappropriately or not at all.

3–4

The student attempts to use basic organizational structures and/or language-specific conventions that serve the context and intention.

The work shows the beginnings of organization but lacks coherence.

The student uses basic critical apparatus with limited success.

5–6

The student sometimes uses basic organizational structures and language-specific conventions that serve the context and intention.

The work is generally organized and clear.                            

The student generally uses basic critical apparatus correctly.

7–8

The student usually employs basic organizational structures and language-specific conventions that serve the context and intention.

The work is organized, clear and coherent.

 The student generally uses basic critical apparatus correctly.

9–10

The student consistently uses basic organizational structures and language-specific conventions that serve the context and intention.

The work is well-organized, clear and coherent and the ideas being expressed build on each other.

The student uses basic critical apparatus correctly.

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.

1–2

The student uses a very limited range of appropriate vocabulary, idiom and sentence structure. There are numerous errors in grammar and syntax, which persistently hinder communication.

There is little or no evidence of a register and style that serve the context and intention.

There are very frequent errors in punctuation and spelling/writing, which persistently hinder communication. The student shows little or no competence in oral/presentation work.

3–4

The student uses a limited range of appropriate vocabulary, idiom and sentence structure. There are frequent errors in grammar and syntax, which hinder communication.

There is some evidence of a register and style that serve the context and intention.

There are frequent errors in punctuation and spelling/writing, which hinder communication. The student shows some competence in oral/presentation work.

5–6

The student generally uses a range of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are generally accurate; occasional errors sometimes hinder communication.

The student often uses a register and style that serve the context and intention.

Punctuation and spelling/writing are generally accurate; occasional errors sometimes hinder communication. The student shows adequate competence in oral/presentation work.

7–8

The student generally uses a range of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are generally accurate; occasional errors rarely hinder communication.

The student often uses a register and style that serve the context and intention.

Punctuation and spelling/writing are generally accurate; occasional errors rarely hinder communication. The student shows a good level of competence in oral/presentation work.

9–10

The student uses a range of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are accurate; very infrequent errors do not hinder communication.

The student consistently uses a register and style that serve the context and intention.

 Punctuation and spelling/writing are accurate; very infrequent errors do not hinder communication. The student shows high level of competence in oral/presentation work.